Why do students collaborate to cheat in exams, and what prompts them to confess their offence?

What is it about?

This study is based on an incident of collaborative cheating by a group of postgraduate management students during an online quiz. There was direct evidence against eight students. Circumstantial evidence was found against another 49 in a class of 184 students (52.72% women, average age 24.03 years), and 28 of them confessed during the post-facto investigation. Gender and age were not significant factors for either cheating or confession. The students came from various educational backgrounds, which turned out as a significant factor in both cheating and confession. The results indicate that the likelihood of cheating in that course (Managerial Economics), and confessing after being charged, was significantly lower for STEM (Science, Technology, Engineering and Mathematics) graduates. Based on the content analysis of the confessors, I have developed a model of the decision-process accounting for self-conscious negative affect, and decision dilemmas owing to the anxiety of getting implicated and fear of social exclusion by peers. Negative affect has impacted everyone. Eight students confessed independently possibly because of overpowering anxiety. Others confessed in six groups to avoid social exclusion. The study highlights the importance of experimental research, as some of the findings differ from those obtained in surveys where the participants self-report dishonesty.

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Why is it important?

Cheating in exams is a matter of concern for the higher education community. The incidence of cheating increased during the COVID19 pandemic when classes and exams were conducted online. This study is based on a group of postgraduate management students, some of who cheated during an online exam. While there was evidence of cheating against a small fraction, others were suspected due to circumstantial evidence. Some of the suspects confessed while others did not. This study examined the reasons for cheating as well as that to confess. The findings indicate that educational background was a significant demographic factor that determined both cheating and confession. Analysis of the confession statements of the students helped in identifying the behavioural and psychological factors that induced them to confess. The study concludes that the decision to confess, or not, was driven by the anxiety of getting implicated and fear of social exclusion by peers.